Pajaro Valley Unified School District - Sustainable Schools Advisory Meeting 08/19/2026

um helping them plan a new attendance zone um for a new elementary school and uh fast growing master plan uh community. Um so kind of working with uh the community and board members trying to find the best solution there. Um also made uh tools for other districts like we made an interactive uh map showing the walks of analysis for uh Mil Valley uh district up in Marin County. Um, also made a uh boundary planning story map. Um, just kind of walking through walking the community through like the boundary planning process, all the different factors that went into it, all the different things that were considered and uh analyzing that across different dimensions, showing kind of describing how that would impact them um for handover county, Virginia. Um also whenever we do this project we provide a lot of analysis like showing um how students are impacted um what the feeder pattern impacts would be um what the utilization level uh would be is based on the current boundaries and different uh new proposals. Um so yeah very uh I always like to for all the districts that we work with we do this kind of all over the country. Um we have a standard workflow and we like to provide a lot of data to help you make the most uh best informed decisions. Um so we've already been working with uh Paharo Valley for uh for a while now. For this past year, we produced a uh demographic study for the district. Um so as part of that, we kind of uh set up the data, looked at all the uh looked at your student files and geocoded it. um tracked any new uh residential development that was happening in the district. Um kind of looked at what the uh the demographic dynamics of the area um and then looked at uh and then in total we developed resident forecasts u broken down by grade and by attendance area. And then as you'll see those are going to be the building blocks for the uh the boundary planning that we'll be doing. Um this this was presented earlier to the board but just a quick overview of what all went into that. uh that forecast. Um we looked at birth data uh how many births are happening in the zip codes that overlap with Bahro Valley. Um looked at currently how students are moving through uh the grades like from kinder to first, first to second and on um over the past few years. And then we analyzed how many students are coming from existing uh new residential developments um in order to predict how many might come uh from new ones in the future. Uh and then finally uh we put all this together. We have a purpose-built uh boundary planning software called school site pro that we use to uh perform this work. Um it's kind of sits on top of or is integrated with EZRE's RGIs Pro. Um and Ezre is kind of the leading uh GIS firm in the country or in the world really. Um and we're a gold partner with them. So we're kind of constantly working with them uh trying to improve what we do, add new functionality. Um, so we're definitely wanting to be at the uh sort of top of our game on this. And finally, I'll get into uh sort of what this process is going to look like, what it actually looks like in the software for Bajar Valley. All right. So, this is um your attendance boundaries. um right now that we've worked with the uh district to create uh we also broken down your district up into study areas. That's kind of what these little white blocks are um that are all across the district. Um so that's the level that we do the forecasting. Each of these little areas has a special uh different forecast projection associated with it. So you can as you move each of these little blocks, you'll be able to see um what the impact is going to be not just now um but into the future. So right now this is kind of the base um level that we have. So if you wanted to for example uh it also shows um how many students are residing uh in the district based on the uh October 2025 snapshot that we used to build the uh the forecast projections. So this is uh keep good to keep in mind this is not a uh representation of how many students are enrolled at each of these campuses. It's just how many prek5 students there are that reside uh in its geographic boundary. So uh we can uh manually reassign uh areas and that's what I'll show you in just a second. But we also have a few tools um that allow you to um automatically reassign areas based on a few different uh parameters. For one, this one will kind of move each study area to be zone to its closest school. And that's we uh we mostly just use that as example or a potential starting point, but it's kind of um what a like sort of ideal um geog geographic based uh plan is versus what it currently is now. So yeah, you can kind of see it usually kind of messes everything up, but it's always an interesting visual. Um, and then I'll go back to uh your current boundaries. So we have this uh statistics pane um that we use. Um there's a few different things you can do here. you can uh check off to see what uh not just how many students reside in each area but um what percentage that is of the district's uh of that school's capacity is based on data that we worked with the school district to gather. Um so you can see right now um based on how many uh students reside Landmark Elementary for example is at 56% of its designated capacity um Radcliffe is at 71% um alone also 71% and so on and then uh again as you as you get into moving study areas you'll be able to see um how that percentage can change. Um, you can also add in different layers to uh sort of be referenced. For example, I added in the uh agriculture zoning layer. Um, so you can see kind of where the greatest concentration of that is um and how close those are to uh the schools. Like for example, there's quite a lot in uh in Solo. um it's probably where the biggest concentration is but then there's a lot in Landmark as well Kabasas um Bradley MSD and then any other things that come up in your discussions you would like to see um geographically um like maybe city limits um other attendance areas we'll be able to geographically bring those in uh and compare those two different uh proposed boundary plans. What data do you need or receive to change boundaries or what other than you show colors, show numbers, change them in and out, what do you really do with this data? Where do you get it? And how is it expected from us? And then how do you handle it as far as end product? Um, I'm not sure I heard all of your questions. Uh, so I might need to be uh corrected. Um, but again, this is data that we've gotten from directly from the district. Um, over the past we received your uh, attendance boundaries. Um, received your uh, student data. Um, we kind of received guidance in how to uh, break up your district a little bit. um everything that we're working with essentially except for um development information and those birth rates are things that we directly get uh from the school district and we're uh all uh all our team is furbus certified. We're very uh protective of this data. Um >> what is stored uh safely in a uh in the cloud. >> You say the word data, what data exactly was an example to you talking about? Can you can you zoom in on one and show the the student uh pinpoints? >> Um, sure. Yes. So, I can go ahead and bring those uh geocoded students on. Um, >> so and working through it. This is all of the students within the district of where they live. >> And so, what you're going to do with Preston is you guys are going to talk about what you think should happen. And then from that, that will go into them and they'll give you back sort of like, oh, this is what you thought. Here's what it looks like. >> Okay. So, now let's just take those two sentences. What we gave them, what would we give them? And then what would he test? And what was he looking for? >> That's what you're going to work on next. >> No, I'm talking about not the end. I'm talking about what data does he expect from us? Like names, numbers, changes in boundary, uh, and close of school. What does he look at as a set of facts and what form is those facts? >> The facts is the optimal program. The facts that we give them the optimal program and then they work through that. >> Give them in the program and what does the program want. >> Well, number one is the cohorts which we're going to talk about today which defines the size of the schools future schools that we may see. So they take the size of a school and they know what the capacity is and so then what is the next step he does with that information. So go ahead Cameron real quickly if you can like just maybe show how we're you're going to look at starlight and say we're gonna make that a bigger school and so we're gonna do some So yeah, like for example, if Starlight you wanted to say like, "Oh, we want uh based on your uh the decisions you're going to make tonight, we want that to be about like a 500 student uh campus." Uh that's the size of the cohort. That makes sense. So let's say I'll go in and say like, "Oh, let's try uh pulling in from areas that are like geographically um close to the campus but aren't in it um but also aren't too uh far away from a different school." So, like for example, let's pull these areas up at the uh top of hide and see what that does. See, let me turn those uh selection off. Redo that. >> So, those boxes that you just had highlighted which are not there now. >> Yes. So these areas are currently zoned to uh hide >> those boxes. What people ch children by by age, what information do you have in those boxes? And then what are you going to do with that information in relation to the pink one compared to the blue one? So we um those dots you see um at the beginning of this process we received sort of an Excel file of like all the students that are enrolled in Paharo Valley with their addresses and so that like Excel uh entry is now a point on the map. So you can see based on that to Starlight. So now you can see that actually yeah works perfectly. Um Starlight now is like 499 students um right at that hypothetical target. Um, and now that brought its percent operating capacity up to 71.3%. Um, and then, uh, we'd be able to, obviously this wouldn't be the only change, like we'd probably want to say, oh, now is too small and needs to pull in some, uh, students from another area. So uh >> I'd like to stay with >> these two from >> pardon pardon me. If you stay with one school and march us through it, we understand the trail and where it's going and what you're providing. when you jump around different districts to assimilate that data for me um is confusing sometimes or not fully clear. So if we're talking about Starlight and you just showed an example. >> Mhm. >> So then if um Starlight closes or takes on those students, uh what does that do to the remaining school district that they were at that you know about from this information? >> Just what just less numbers? These are great questions that you'll be back many many times with sort of that exactly what you're asking for but with very detailed information about what you decide. So he'll be back. All these questions are great. We're going to get them all from you and make sure this is just a quick demonstration of when you give them something, they do the work for you. You don't spot kids. These are the experts that fought kids. This is what they do every day. We give them the guidelines and the parameters and they go through the work. >> They'll be back next time as well. you wanted time to talk and that has always been on agenda. That's your time to talk about next step. >> So then that information does it also include um students with um difficulty with English language? Does it make it clear what other special support programs they need? Every piece of information that the district has on a student is in here. Okay. So, we're going to turn Thank you very much, Cameron. We're going to turn it over to Preston and we're going to switch over to that presentation. >> All right. All right. Thanks for presenting for you all tonight. >> All right. It's good to be back with you all. Um, and a happy new school year. We basically I think both school districts open on the exact same day. So, I know it's really hard to go from zero to 100 miles per hour in two weeks. So, I really appreciate everybody being here tonight. Um, I brought Do I have to stand here now that I can move or >> Oh, I can move. Okay, great. >> Just one of the things as I I was kind of sharing with folks in Oakland about kind of the process that you all are going through here. Um, I brought a couple people and I've actually referenced these people in without their names. I just want to introduce who's with me here today. Um, Pina Ramby is our executive director of planning and she loves this GIS spatial stuff and is really responsible for um, Oakland Unified School District's master plan. Um, so she we were talking about what you all were doing here and she decided to come on down and check it out and um, is going to help facilitate a couple pieces. um Killian Betlock, if you remember when we started talking about um secondary slides, he was the principal that merged two schools together um and talked one of the slides like highlighted some of the um changes to the school site. So, you know, Killian also now leads our enrollment team and so he's here tonight to just kind of participate in the conversation and help facilitate a little piece of it. So, just brought some of the expertise that we've been talking about, the same things that you're talking about here in um PDUSD. So, tonight um do is there a clicker or are you gonna Oh, sweet. Um you've got a lot of data, right? And one of the things actually I just want to point out real quick when you saw all the colors in those maps that was done years ago and Perita pointed out she's like, "Oh, they have a little island." I don't know if you noticed that color where the pink color kind of went up and then there was one of the other boundaries kind of ran through that and then the pink was on the other side. There was a reason for that. I don't know what it is. Sometimes it's like there was a new street that came in or whatever. And it is really important to look at those boundaries again to figure out how you're going to reconfigure the district. So, I just wanted to name that like that island that you had in the middle for one of the schools, we have one in Oakland, too, right? Right. And it's a it's a legacy of like thing Oh, thank you. things that have been done in the past. So, a couple of things and you'll cycle. I I brought this and I'm going to go through just a quick recap of some of the things that we've talked about. Um, this is kind of the overall design process. You're here tonight. We're here to listen to you ideate about what you want the future, particularly in elementary, to look like. We're not making any real decisions. We're just talking about like putting some of the pieces together so that Cameron's going to come back and show you some prototypes next week of elementary based on the conversations that you've had. Right? So, this is a a place for you to start applying some of the lessons that you've had and and we'll go through some of that. Um, so I want to go back here. I really really really think that this is important slide and I'm just going to just say it over and over again. You have an amazing mission and vision. It is not very different from most other school districts that I've seen, but I'd love for you to put voice to your mission and vision. So, I need somebody to read out your mission. >> This is your district. >> Go for it, Casey. >> Mission. >> Yeah. We are committed to cultivating a nurturing environment where every student thrives academically, socially, and emotionally, empowering them to flourish in a dynamic and evolving world. This is our foundational beliefs and this moves towards the lived reality. You're in this room because there are some things about the lived reality that need to be changed. Everybody in here has a different perspective on what that might be, but the mission leads to your vision. So, can I get somebody else to read the vision? >> I'll read it. Unified School District. At Parro Valley Unified School District, our vision is every student will graduate graduate ready to share their unique skills and abilities and be a positive contributing member of their community and their world. >> Is everybody generally aligned with that? Just kind just, you know, shake your head, give me thumbs up. Okay, here's where school gets hard, right? You have a theory of action about how you're going to go about doing this. Then there's some strategies. And what we're talking starting to talk about is some strategies to reshape the the way that school is being done. Then it goes down to goals, actions, and work plans. This is where it gets really hard. Um, and I want to check a little check for understanding here. Um, what I've heard from you all through I've watched several of the meetings online is that in terms of the problems, how might we organize our schools and resources to create the strongest possible learning environments for every student? Does that resonate with you all? Okay. So the theory of action based on that is if we align enrollment, staffing, programs, and facilities around the conditions students need to thrive, we can improve student well-being and academic outcomes for every PVUSD student. If we do this hard work that at the other side of it, we're going to improve outcomes for kids. Okay, I'm seeing a lot of nods. There's a second piece that has come up. Buildings by themselves don't support the academic outcomes for Kim. It's the people inside the buildings that are critical. And so given that our people are the greatest resource, how might we structure schools so that staff can work in strong, supported, and sustainable teams? Having teachers and staff classified and certificated work together for years on end can create a very powerful dynamic environment for kids. So if we create the appropriately sized, well-resourced schools, we can strengthen staff teams, improve retention, compensation, and provide students with more consistent access to highquality learning experiences. This is what I think the theory of action you all have been talking about as I've been watching the meetings. Does this resonate with people? And does anybody have any questions around that? Because fundamentally, if we're going to move forward tonight, if you have any questions, I'm going to give you some time to talk. But if this doesn't feel right, my whole presentation's a little bit off. But this is why we're here. I'm gonna do some uncomfortable wait to see if anyone wants anything. Okay. All right. What they weren't talking about, I just want to rename the headwinds that you're facing. And this is not different than what we're facing in Oakland. It's not different than what they're facing in other parts of California. It's not fa different than other parts of the country. You have declining enrollment at the state, the local, state, and global context. You saw it on Cameron's slide. Birth rates are going down. A lot of that is being driven by change in lifestyle, but also cost of living is really high for folks and they're making decisions not to have as many children. That impacts the school system. I just met with a city council member in Oakland talking about their commitment to affordable housing because without affordable housing, we don't have kids that come into the schools, right? Higher cost of living, immigration policy shifting is impacting a lot of our schools. aging infrastructure that requires large sums of money and deferred maintenance and aging portable portables. All of those things are impacting you have competing demand for competing systems. So surrounding districts, I'm sure I've heard you talk about it, interd district transfers where students are choosing to leave the district. You also have children that come into the district. That's the same across many school districts. you're competing against private schools and charter schools and even intrad district transfers that I've heard you talk about where about 25% of your students go to a school outside their neighborhood in Oakland it's what 50 about half right um shifts in transportation and costs across the district and then also just higher general cost of living for both families that live here but also staff that impacts your Um, so I'm gonna when I was kind of making this presentation, it was like kind of the beginning of the back to school work and we have in I was sitting in Hertha Hall which is in our Met West and I got inspired by Dolores. So um, which this quote I think is really important for where you all are in this journey. The freedom of association means that people can come together in organizations to fight for solutions to the problems they confront in their communities. here. I'm here to help you, but this is you all have to solve this for Po Unified School District. The great social justice changes in our country have happened when people came together, organized, and took direct action. We can talk a lot about all of the data and all the all the different components that you've all been reviewing, but it does require some level of action to create change. And I'm here to kind of challenge you a little bit around what is the action that's going to come out of the the SSA, right? What's the action and the recommendation that's going to come forward to the superintendent and then the board that will help lead to change for kids? All right. So, in front of you, I hope did everybody grab the toolkit? I'm gonna give you a little did give you a little homework. I know it's a busy time of the year. I'm gonna just kind of point out a couple of things. Okay. In your toolkit, you have this place map and I changed it a little bit, but always it should be driven by academic outcomes. Like what are you trying to get for your kids? Then you look at the facilities factors. Those are probably the two biggest factors that we're talking about here. What do you want for kids in terms of programming experience for staff? And then what do you want the facilities factors that you've learned a lot about? We're going to go through those. Once you've talked through that, there are some operational implications and there are some facilities implications as well. All of that is driven by the enrollment in the senate. So there's some guiding questions for you as you're thinking through this tonight is these are just some prompts for you to be thinking about as you go through the the dialogue tonight. Secondly is I gave you the OPM cohort toolkit, right? which is just some of the slides that we have talked about here. And I've walked you through these over the over the two days that we met in June, but it's just a refresher for you around the cohorts, the sizes, and I want to point out one. I'm gonna go all the way to the end. There was a really great question. Um, so I could go to any of these, but there was a question that I kind of left hanging last time I left. It was a question about special education, and it was, "What schools, if any, in Oakland, have dual language? Do any include special education students? What supports are in place for incoming students if they need a teacher aid? Do they have on-site sped teachers?" I don't remember who asked that question, but it's a great question. I didn't know the answer to it. So, I went back and one of our strongest elementary school models in Oakland is a TK through 8 um dual immersion school. And I didn't know exactly what the special education programming was in the school. So, I asked, remember when we talked about those cohorts and how you're thinking about how your special education students are flowing through the system? I don't know in in some of those slides that we talked about they have a SCP class they have three of them they have a TK to two then they have a 3 to five and then they have a six to eight and it's in dual language so sometimes when you think about like is do kids have access to that that curriculum the answer is yes you can build it into your school there are other dual language schools that on the drive down we were talking about that do not have a fully integrated dual language but they are incorporated in those continuums within the school. So I thought it was really important because this is one of the hanging questions that I hadn't come back and talked to you about and I just wanted to share that um with you all as kind of one of the prompts from the last time we met. Okay. So I gota go all the way back. What I'd love for you to do is I'm going to give you about three or four minutes. I just want you to look through the packet and I want you to think about and hold in your mind what's the one thing that you don't think we should compromise in this conversation. It could be a structure. It could be the special education. What is the if you were designing a school today based on everything we've learned and everything that's in there, what would one thing be that you would refuse to compromise? Okay, so I'm going to give you four minutes to kind of go through the packet and go through and it doesn't have if it's not in here, that's fine. What's one thing you absolutely want to be true for students? You can use these tools any when when you're thinking about what you want to be true on the other side. What's the one thing that you absolutely hold true for kids and then we're going to use the menty meter to kind of pop. But I'm going to give you about four minutes to just kind of go through it, look at some of the things and remind what we talked about. And then I want you to come up with your one thing. If it's for your own kids, for those students in your class, what's the one thing that you refuse to compromise? All right. So, I see people are getting down. People need more time or Okay. Now, we're going to try to use some technology. I am This is where if not, we're going to post-it notes. But um if you could grab your phone and grab the menty meter and what I want you to do is see if you can log on and add whatever that thing is that you just wrote down or you grabbed a hold of. You're going to put it into the menty meter and then I'm going to show you everybody's results on the screen. How many? 35 >> 25. It's it's you'll get you'll get it tight. Are you able to log on? Oh, that was easy. Oh, yes. Awesome. Okay. Can you check and see if it's revealing on the other page? Here we go. Oh, wow. All right. Here we go. I got fully staffed schools. Putting students first. Student supports safety seems to be coming up for a lot of folks. I assume that's lots of different types of safety. Um, financial support. Interesting. OPM as a benefit for PV benefit. Oh, I got it. Relationship with community, a welcoming environment. So what you're trying to do does anybody want to put voice to some of these like safety clearly that's the largest one? Anybody want to share why? Yeah, go ahead. Is this on? Like safety from pesticides and the environmental stuff. We know that Driscoll has been doing a lot of bad things around some of our schools and so I believe they should be held accountable for some of that and moving forward the safety of for students >> here right I for me yeah no definitely yeah but this is what's so important about your local context you would have only known that I don't Right. And when I saw safety, I made some assumptions. There's a local context to what safety means for kids, and that's an important one. So, I thank you for putting words to what it meant. Did anybody have a different definition for safety? >> Yeah. Go ahead. One of the things that we teach as a part of mindfulness and um SEAL which is social emotional learning um is about the difference between the amydala and the frontal cortex. And we teach kids this and so when they don't feel safe their brain literally is shut off from their frontal cortex which is their learning center of the brain. So when I think of safety, I'm thinking inside those schools um and where kids are um either not getting enough support from staff or um or there's a lot of behavioral issues that aren't being addressed fast enough. Um or just you know the like having systems set in place where students can um work through moment just moment by moment sometimes issues that come up that shut their brain off from learning because we have a learning this this is what we're all about. we're about learning and when their brain is shut off then our job as teachers is we have to stop teaching and we have to start bringing in behavioral uh resets to help them open up their brains again so that they can learn. So the safer this environment within the school then the more successful we're going to have as with students the more success we're going to have with students. Oh >> that's fantastic. So two very different >> I have one I have one >> I I'll one comment and then um >> okay go ahead >> is that as you're starting to think of those boundaries and you're starting to think of those those areas you're thinking about the environmental safety that comes along with your schools right what you're talking about also is that if a student feels fear a threat goes to more of a primal area in the brain where they shut down on the learning part right and it does require a safe trusting space to be able to open that up to push them around the learning. So, thank you for bringing that. Go ahead. One more. >> Having said that, what you just mentioned, also having a healthy school facility and then also helping students with their inter interpersonal skills because there's a lot of uh students who do not speak out when they're being bullied or being harassed, especially in the restrooms. So, safety is huge. I think all of us have many definitions. >> You just brought in an important factor is the facility itself, the quality and condition of the building that they're in. And one of the things that we're moving to when we have our first school that's going through a a new school design around private restrooms within the school because of the lack of safety that kids feel within the restroom. And that does require resource and you can't do it everywhere. We're doing it in two schools. And hopefully after we learn from that, we'll move to more schools. So, okay. So, I want you to hold this, right? That there's a lot of alignment around what you're trying to accomplish here. Um, can we go back to the PowerPoint because Yep. So, I want to remind you back to the people and this is I think this is >> Yeah, this one's really important. When I first started teaching my first year, I thought I could do everything, right? I was stuck in my classroom all the time. I was working late into the night doing lesson plans. It wasn't until like the second year of teaching that I realized that I was way stronger with the other people around me, right? And so when you look at the research around what creates quality learning environments for kids, I just want to remind you that it's really about building adult collaboration coherence, what you're doing from classroom to classroom and how it builds on itself through grade levels, um feedback, and tiered student supports. And so finding ways to make sure there's collaboration and coherence, formal and informal, having a great p partner next to you. It might not be formal. It might not be on your PD day, but it's at four o'clock when you walk across the hallway and you have that conversation about a really bad day. That helps create quality spaces for kids. Creating high expectations, timely feed feedback and progress monitoring, and strong instructional clarity. These are all things that tons of research backs up in PLC's and creating these spaces within schools is what creates quality outcomes for kids. Okay. Um, now I want to just make sure that we're not going too far here. I just want this is actually a slide that we're showing with our board tomorrow. Um, is that this is all the things that we've been talking about in here and I'm going to walk through that. It's your facilities master plan. It's like a lot of the demographic data. It's really a combination of your current and future enrollment needs, space requirements, the portfolio, the capacity of each schools. when Cameron was presenting, you saw on the side there was a chart that showed the capacity of each of your schools. Um what are the facility conditions like which ones are the ones that don't have the safe portables that need to be removed? Um and then what are the geographic or regional needs? That goes to kind of whether you're in close proximity to some of the agricultural spaces. We're not going here yet. What are the programs that are inside those buildings? Right? And I just want to be really clear about it. And then there is a discussion that we're in because Oakland didn't put all these things together. We have a whole bunch of vacant assets. There's all these properties that are empty, right? And there wasn't a plan for that. So there is a conversation as you move forward that you also have to be thinking about what are the alternative uses. And um we could definitely share some examples of things that we're doing and thinking about in open. So just we're I just want you to stay here. When you start thinking about are we going to do an IB program or are we going to is this school going to be the dual language school or whatever that's a later conversation and that really requires you to go into the community and engage with the community about what they want. >> Yeah. Go ahead. >> Maybe you're getting to this but I I think one thing that I feel like keeps not coming up is because you've got it on the agenda tonight as elementary schools. I think there's a fair amount of research that suggests TK through 8 performs better and California is phasing out uh 78 junior highs and so there is value in that and so my question is really just where where does that fit into the discussion in terms of when we talk about an elementary school what do we mean by that? Um, Stockton Unified did they were really struggling with middle schools and so they went K8 as a strategy and you have to have the capacity in a lot of your schools. I think I would say and I don't know Killian might jump in on this one as well. I think Oakland's had a mixed bag. They've looked at one spot and they said, "Oh, you know what? This is a really good school. Let's make it a a K8." And then it didn't sustain the enrollment in six, seven, and eight. and then it shrunk back down to an elementary school, right? We have a bunch of 612s. There's three 612s and we talked about it with CCPA. Our two highest performing high schools are 612s. The middle school ages are really complex for kids, right? And so that is a conversation we should be having here programmatically like what do and and I would do it in coordination with the whole portfolio of schools because one of the things that we did there's four dual language schools that all surround another school that by default impacted the enrollment of that one school and it segregated out the community. So, I do think that that's part of the conversation that we can have around the model. And I don't think you were here the night I talked about the 612s. Um, that that is kind of a unique structure where we're going 612, but K8 is an important area as well. The the one of the things that we find with the K8s is a lot of students leave in the six through eight period if the school is too small because they're not getting the middle school experience. are not getting the peer interactions and that's where thinking about the number of cohorts you would want in that school is really really important but we're open to having that dialogue with y'all and I think you should have it in the room okay so here's okay y'all are swimming in data and I just want to name that so that these I tried to go through all the agendas and just lift up you're sitting here with the SSA advisory you've talked about facilities conditions multiple times. You talked about the portable conditions and where you have portable locations. You've talked about the fit reports and analysis, school capacity analysis. You know, how big your schools can, what they can currently hold. There's a special education landscape. I think in elementary you have about 200 SDC students or um within your program that you need to identify locations for. You I think last session you talked about English language learners. You have the resident cohorts, which are the number of cohorts that come out of the neighborhood. Um, you have student addresses and density, student demographics, enrollment trends, current trends, snapshots from the past, snapshots for the future. There's a lot. That's what Cameron's going to help you with. Right? One I just the thing that wasn't exactly clear, but I I I'll just say each one of those dots was an address where a kid lives, right? And so you can reconfigure your boundaries. You can start to avoid particular areas. That is some of the work that after you figure out your the number of cohorts that we're we're talking about and why getting clear about the why, they'll start doing some modeling for you and they'll bring it back to you in two weeks. So I just want to make sure you don't have to be an expert on all this but there are these sheets that if you're the data person and you want to dive in and go deep like you can go to this and you can start looking at it individually. So I just want to name you have a lot of information and there is not a right answer. There's a there's an answer that you're going to come to that's going to be the best answer for the school district. Okay. So here's where we are. What are the optimum elementary configurations we're trying to create for students and staff? Then we're going to go where are the best locations in the school district that can can be configured to meet the optimum programs. That's the next meeting. And then how are we going to organize our resources, programs, and staffing to best serve the students in those schools. So, we're here tonight. You're going to make some decisions tonight. And then you're going to see what those what those options are when we come back. Okay, so here's where you are. Started the school year. It's 26 27. You all are going to think through all this and there's a future PVUSD that is doing something, right? Different. I hope you're all here because you want to change something because the status quo will just keep going and you'll have declining enrollments and it'll just continue because that's the trend. Okay. Um, so this is where we're going to spend a few minutes. I'm going to give you a second. I've said a lot. You all have some elbow partners. I just as you've gone through all of the sessions that you've been in because how many meetings have there been now, Bill? Is it nine? >> A boatload. You got a boatload of meetings. You've been gaining a lot of information. Honestly, there's no one in Watsonville that has more knowledge around school like these types of um data points than the people in this room. You've developed a much deeper understanding of the factors that shape school quality, sustainability. What aha moments or new insights do you have about the future PBUSD that's critical to include in optimal elementary school design? So, I just want you to take two, three minutes with your partner, pair share. I think everybody's pretty close. And then I'm just going to give you an opportunity to share out and I'm going to just write them all down. Okay. So, does the two of you will sit together to everybody has a partner. Okay. Two to three minutes just to share kind of your response and then we'll share out to the whole group. You don't have Yeah. No. Okay. All right. Lots of robust conversation. This is good. Okay. So, I need a brave group to go first. So what's kind of something and it you don't have to have this all figured out. I'm not asking you like we were just having a conversation about the capacities like it's where are you leading right now? What are the ideas that you have so that we could track them and make sure that they're present in the models that we're creating for you all. Right. So Kelen and Prenita are going to take some notes as you all talk. Is there a brave group that wants to go first? >> Yeah, let's go. Um, I'll share what Steve and I had discussed and for me it was feeling a little bit like well have I really had many ahas because like I'm embedded in the district by my role as president and so we got started talking about well maybe there are things that I might miss or what's a different perspective and um Steve shared that like when we started this exercise he was looking at it through the lens of like resource allocation and budget and finances and maybe solving a problem of today and now realizing that we can't really solve that problem of today without the vision of a long-term educational programming. And so identifying what we want in the long-term programming will then help inform us of how do we go about changing or combining schools and what um bond money gets allocated as a priority. But you really can't answer those questions if you don't have the long-term vision, right? I I I was having a harder time, but I think for me the thing that I've been wanting to voice as my aha is like saving schools doesn't just necessarily automatically mean we're going to save money. And there are studies that show there are ways that that can actually push families and students out of the district. So, one of my priorities is figuring out how we're going to use the facilities in the future. We can't just turn them all into a busy yard or a new district office. Like, we should be looking at wellness centers, community centers, and being able to let our families know like, yeah, you might have lost your neighborhood school, but you're getting this that's going to keep you in this district. Um, is sort of where my mind is, too. >> And there is alignment, too. >> Look at that full arc. Awesome. Let's give them one big clap. One, two, three. All right. Now you pick who you want to go next. >> Oh, straight across. >> I know. All right. All right. All right. around wait a second I see this thing I'm not sure how it maps out and that's what Cameron's going to help us do with the facility condition so I think it's fine and we'll capture that and then the second thing can you say a little bit more about the K8 because gentleman that just oh he'll be back kind of mentioned it and then you piggybacked like what is it about the K8 that is is intriguing Yeah. That's great. Well said. Heather, did you wanna >> Can I interrupt just real quick? I'm getting texts from folks who when we don't turn on the microphones, the people watching can't hear. So, >> Brandon, there's a great >> um I lost my train of thought. I was thinking we talked about, you know, the difference between cohort four and five. >> See if this one's better. >> Yeah, that one does not like me. Um, we were talking about the difference between cohort cohort four and five and just the difference between the two. And you know, me personally, I'm leaning towards more the five cohort model. Yeah. >> Say, can you say a little bit more about why? >> Um, just, you know, I've been working here for 20 years, so back uh aging myself right now, but back when I was younger and, you know, I did work in elementary that hel held around 700 800 kids at the time. So, um, and I just remember having like four classrooms per grade level. So, >> and what what was it about the four classrooms that like you have a positive association with that? >> I have a positive just the the grade level collaboration was really strong. You know, the teachers working together was um you just it was more collaborative and I just felt like it was a good use of uh driving instruction. >> Okay, beautiful. That was great. Um, who do you want to hear from next? Edges went first. That was good. >> Yeah, you get to pick. You have all the power. Joanne and John. Okay. job. >> You can want a good program, but you got to fit it in so someone has the money to pay for it. And you can talk around in a circle and there's no one would disagree that long term you want performing schools. But the question will be if you only have a limited amount of money, what do you do first? Some want to do programs and others want to do facilities. Um, our thought back and forth was you have to do both at the same time. Um, because it's like washing your hands. To do it together, probably do it faster. one hand then the other you got a lot of problems and then something changes and so the question really is that we have a lot of data. We've had no time for everyone to sit around and exchange what's make up one problem or one solution not prefer solutions and say if I close school X so how can we make better programs and enhance the other schools >> and if you took the one that the data says 53 to 51 million one school here is what's needed So if you just said, "Okay, we'll close that one." Because we don't want to spend $51 million out of measure and we want to put it in the other schools. So now let's talk about what programs we want, both facilities and programs to go to the other schools. And I think once you put on the table what you don't want because it's too expensive to fix and it has very little yield compared to what you can do with the same money everywhere else. I think you get a lot of people here who start thinking about a lot of things they need and they would like to do and can do now. And I think we have to get there sooner than later and we're running out of time. In my world, you know, we can um we build a lot of facilities, but you got to have the money to make the program and the facility work together. And we're not there yet. And it's because um I think you come up with some ideas, you test them, you come back and look at those ideas, you test them, and that's just kind of basic field of research. of trial and error. You know, wonderful here is you can do it and have all these people who've got this experience about what will work and what won't work before you spend the money, >> but you get going into the problem to solve it. >> Can can I make I I want to make sure I catch I think there was an important piece that you said in multiple phases. So, I just want to I think one of the takeaways that you're talking about is somewhat here that there is a tight connection between the facility and the programs you're able to offer and that that's an important consideration as you're moving forward. And if you don't go there, you are spreading yourself very thinly across the district. You can make deep investments right in a facility, but you have to know that that's the long-term home and you have to match it with the program. Is that >> absolutely I mean and I agree with longterm and I agree with you know um programs and I also look at you're bleeding somewhere and how do you put a tourniquet on it? Oh, no. We talked about that, but I also brought up how well in general we say that we um value our teachers and keeping that maintaining that. But if they're not getting money for their program supplies that's getting cut out of budgets and then admins stacking for positions that seem somewhat unnecessary, then that's kind of a slap in the face to the teachers that need their school supplies. Now, it's the beginning of the school year and and I'm just thinking like how much did they have to pull out of their pockets because their personal pockets because they don't have those siphons anymore. So, there's kind of mixed messages coming from the overall district like we want to maintain you. You're so important to us, but then give us back the siphon. Oh, and by the way, we're we're frontloading or toploading admin. So, as a person just coming in on this and hearing this and seeing this, it's that to me is like a major not just aha, but a slap in my face and a slap in the face of a lot of the teachers that, you know, are here. So I I think that that's a great that that's one of the the things around when we were talking about the theory of action that people are well resourced. And I just want to say that like in this model right here, these two elements at the top, the facility and the program that you're promising kids, you do have to be able to resource it. And that has to be a factor. It's not the first factor. you design what you want for kids, but then you have to make sure that you can resource it with supplies, things of that nature, >> right? So, it's great that in theory, like, oh, yeah, we totally go with this, but what are we really doing as a as a district? What what is really happening >> and it's that the teachers are not getting what they need? And >> and that's a test for you though at the end of this process. Well, no, it's a test for the it's a test for the teachers because they're asking for this. And >> I Yeah, I said I said it like in the way that you're evaluating this process, >> right? >> The test for you as to whether there's integrity to this is if at the end product down the road, people are better resourced. >> Oh yeah. >> And there's and there's trust that needs to be earned along that path. For sure. Okay. Thank you. Who do you want to hear from next? Which group? Megan, do you want to start us off? >> Sure. >> Um, we talked a bit about the cohorts as well. Um, and like where the idea of having such big schools makes us a little bit nervous just because you don't want kids to get lost in the system. But then we also were talking about when you have, you know, multiple of the same grade, then it's not just one teacher looking out for this kid, it's also the other teachers of that grade looking out for the kid. And so that for me was kind of an aha of, oh, it's not this way that I was looking at it. It could also be this way. And so I think just trying to look at things from different perspectives. Um, but what I had also mentioned to her was one of my ahas from these meetings has been when you first came and you mentioned when you guys did the this stuff um how you focused on sped first and that's something that I found very interesting that it was like that and then everything else kind of around it. um just because that's not what I'm used to seeing. And so I thought that was cool. >> Thinking about what Heather said a second ago, we were actually walking through a school site and first year teacher was there and one of the kids just bolted like just took off like and just was gone. And it was it it was amazing because there were four kinder classes that were right there and one of the I don't even think it was his student. He took off after the kid, right? And everybody else just kind of seamlessly like it was almost so casual because there was a support structure and I was thinking like if he was by himself and that was his class. I wasn't even sure who the teacher was of the student that would have been a real complex moment for for that teacher, right? and the kit takes off, you've got 20 over here and then one's running, right? And so I do think there is this piece around how you're designing and I think one of the ahas for and I really appreciate you sharing it. How do you think about your special education students first in the design of these cohorts and how you're building them out? And I do believe and I I I'll check with Bill real quick. They do um MGT has like the data as to where special education students are. Okay. So, they specifically know where their addresses are to figure out where they might be clustered around schools. Okay. Did you want to go next? So, check mark. Check mark. You get two votes on. Well, I'm gonna be boring. I agree with Jorge um with the K8 and I'm at a school which they say we're dual, but we are not completely and I wish we were. And it would be it would be interesting because that the um right across the street from us is a middle school. So, it would be great to have a dual K8. I don't know how they would configure that, but um it has been a a a thing in the 21 years I've worked here, but it's never been really resolved for this group of students who live in that neighborhood. That's what I was offline about. >> Could Can I ask you just one quick question because you're like, "We're not all the way there. What stops you from being all the way there?" Um we were a early exit school for a really long time and then um we were told we were going to be a dual language school and that's never the supports and the resources have never really come to fruition. So that's what's stopping us. >> No, I agree with her. I agreed with um her aha and um to have a continuum of the curriculum to the middle school which then feeds into high school and supports the A throughG requirements of you know knowing another language a foreign language >> and what better way that to reinforce the primary language especially making sure that it's academic Spanish. And just as somebody that was a high school person, to hear you thinking about elementary but also thinking the long game is is really really powerful that they're set up to be ready for middle school and then ready for high school. That's great. Thank you. Um let's go over here. We didn't really have any aha moments, but um we discussed that, you know, we were we've been given all of this data, but we don't have any community input or staff input. So, how can we go forward with changes if we don't have that data? you know, a lot of um changes are made at the top and you know, staff practically live at these sites, so they're the experts, so they should be having more input on, you know, the facilities and the safety concerns and um everything that's going on the at the sites and what do parents prefer? I mean, just because a K8 model, a K through 12 model works in Oakland, doesn't mean it's going to work here. We're a completely different community than Oakland and you know what is teacher and parent input on the different types of models. Um and we're just missing that chunk of information >> similar to this room or not. I'm just curious like when you say because I this group is representative of different groups. We are representative of different groups like for example I am the high school parent representative but I'm not going out to all of the high schools and getting you know information. I'm not even given that opportunity like oh hey do you want to have you know a forum with high school parents like we're not given that opportunity. Um same thing for I mean special education or elementary like we don't go out and get any type of input. No, I I would just Okay, that was super helpful because I do think there are going to be some surveys down the road that go out and some engagement that happens in the future after we get through the optimum. I just want to confirm that that's going to happen. >> Okay. And I also I did want to say like yes, I'm I'm not saying that what Oakland does is going to work here. I also went to San Juan Batista Elementary School that was a K8 and it was like two classes all the way up. So, and it's changed dramatically. a few years ago since I've been there. But yeah, so it does need to be a model that resonates with you here. I was running back. >> I have a question about this never gets answered. >> If you close a school, how much money do you save or don't spend if you close the school? It's kind of no different than in my world, you know, if you close a library or you close a production factory and and relocate and redo whatever. Someone knows there's a number of dollars here. So, what does it save? >> So, can I I'll come back to that. I will like I just want to go. We have four more people to hear from and then I will come back. >> You need to answer it. You never do. >> I I'd be happy to answer it. I'll answer it. We'll go four more people and then I'll come back to it. >> Done. Go ahead. >> Um, I agree with Delila. Um, I guess I feel like I we haven't really been given what exactly we're doing to like the idea of like what we're looking for to close the school and kind of given that um we've been given all this data, but really we're not having I guess we're not given that information of what we're actually looking for and how we can support our families and staff and parents. Is there one thing that you want in terms of kind of in this participation around this that you're realizing that once we get that participation this is a key thing that needs to be an element here? >> Um I guess just kind of pinpointing down like one thing I I don't really have an idea right now but just that one thing that we need to look for into what we need to do for to close the school down. I I think also the just and and maybe let me take the the one thing comment a little bit further like a lot of times in school districts we I'm not saying this about you all we do too much and I think that's why we wanted to start with getting really tight around what it is that you all want to be true for your staff and students around the design and then we'll start looking at what might be those configurations so that you can focus on less things because there is a lot of information on that. I just gonna name there's a ton that's been there. So like trying to keep it simple so that it is clear to the community about what they're gaining if you move to a five cohort model like what is the benefit so that it's easily explained and we have to keep it simple. Okay. All right. The trio we get to close this out and we're going to move into some smaller groups. We were kind of going in the same way um that I would be interested in exploring K through eight or the 6 to2 cohort something new for our district and but what it isn't really it's yeah my our idea but we need to see like like a business is are we going to sell it to our community are they willing are they to explore so I think that's a key factor that families and our students are our clients and we need to see what their needs are and if they're going to go for it because it's no point in investing in something if they're not going to go with it. And I think the key thing I'm going to be honest when you first came I'm like okay what do they want to try us to convince us to do but once I heard um what you guys did it was really amazing but one of your key things that you guys did at Oakland was that you brought your community you listen to their needs and I feel that in our district we are missing that we are not really investing in our community and listening to them. I mean, they're they're told and the board means what they want, but they're not being heard. And I think that's the key factor that's going to that really make a difference in our in our decision making. >> I just you brought up something really important and I wanted to just bring this back right here. You gota in the design process of whatever you're building, you have to constantly bring it back to empathize and understand what students and families are interested in. One of the things that's really interesting about those boundaries that Cameron was showing up there, so many times school boundaries are decided by a street. It's a big street. It's dangerous or there's a perception around we want to create this line right here. And it might not make sense long term, but it becomes it is a real children walking across the street to get to school is a huge variable, right? And you don't understand some of those things if you don't go back and listen to the community and empathize with them about what the real dilemmas are when you're, you know, moving boundaries and things like that. And we're going to be here prototype and then we've got to test it in the community to figure out what people are thinking. So a right on that you have to do that. Secondly, Oakland has failed at this many many times. I don't want to give you like a perception that it's always gone smoothly. We have had boards pass school mergers and and closures and then reverse it. We've had times that we've done it. What I tried to do was pick out the times that we did it right. Right. And because it it goes back I mean Oakland was at its peak in right around 2000 with about 53,000 kids within the system. We now have 34 35,000 in the system right now, right? Totally different. We have a lot of kids in charter schools. We're seeing a lot of charter schools. So, I just want to name that like in different iterations when it has worked well, people have listened to the community and figured out what the community wants. So, I just want I don't I don't want you to come away from this and go Google open that there was a lot of dram if you remember my first presentation board meetings that were really really hard. So, I just I just want to make sure that you're like I don't want to oversimplify this process because it is >> No, no, no. But I think one of the key things is listening, right? Really listening and and being a being in partnership. I think that's really important because if you don't listen, then it's going to be one person making the decision that that's not what we need. >> That's right. Okay. I just want to make sure I didn't want to over >> sound bite saying Preston says it's easy to know. I don't know. Okay. So, Jessica, go ahead. >> Yeah. and I was on the same page on here and just to add a little bit on my perspective was um my a moment was definitely not that the possibility of we don't need to be the cookie cutter. We could do what we need to do for our community as long as there's a need and um there's a need and and you know everybody's going to be working together because if the community doesn't need it or doesn't want it then it's not going to work out. So seeing what Oakland has done and seeing what the possibility is we have to make it where it's going to work for us and that was my ah moment and it's been since you actually presented the first time. So that was just my perspective >> and and I was say like and that's what this process is going to help you do hopefully as you continuing the conversation and actually Killian used to work in Alam Rock which we drove through on our way down here and all three schools the school that you work in and your two friends all are now closed. >> Right. So lots of cities and lots of districts are dealing with it and you have to figure out the version that's going to work here, right? Bring us home and then I'll come back to your question. >> As a teacher, I let my students know last year that I was in this committee and I was having um just some good discussions with them. They were very curious as to what's going on with our district. And um I just let the students know we're having to um look at ways to downsize because there's just not as many kids being born these days. And one of my students raised his hand and um he said, and this is a student who's been through a lot, mind you. Um, and he raised his hand and he said, "Miss Britain, that means we're more valuable." And that's my aha moment that maybe we have less kids, but from his perspective, you know, seeing the tree through the forest, we get to hopefully, you know, like less kids, but we get to focus on on the ones who are still with us more. That's my aha moment. >> That's a I'm having to use. That's great. That is great. I And I think to and and I'll connect it actually with John your question. The district is going to get like I I really push back on the savings. There's no savings in the like it's not it's about investing in kids. So like whether the district has where are you at enrollment wise right now 15,000 $15,000 15,000 children are going to generate x amount of dollars from the state that's going to come into the school district regardless of how you structure your district it's going to come in and then it gets allocated out. What we find when you do the analysis, it's not about saving any money. It's about where are you investing the money more deeply to provide like value for those kids, right? And so the scenario that I was talking about, first year teacher, right, teaching on an island by themselves and one of their kids runs off and they've never dealt with that situation before has to figure it out. That's hard. It's to I'll bring it back to the amygdala the the comment. So you're trying to create experiences where people aren't having that experience on a daily basis. So it is really about what you're investing that money in instead of the other thing. Does that make like there's not a direct and and there is some analysis that we can get to towards the end after we go through this around how you can reinvest the dollars but I can you know like I just want there there is this misnomer that you're saving money. You're not you're just investing. I'm saying to you, why spend money on a facility that um doesn't contribute in the community where the money that if you didn't spend at that school can get reortioned and that's important thing. or you put that school and take it offline and find another use to it. And the use is for the community. It doesn't mean selling it. >> Okay? And my point is um no one's talking about saving. I'm not talking about saving. I'm talking about not drowning. Okay? So the idea is to get to a place where you can walk in the swimming pool and not face a drowning. Not talking about saving here. Okay? >> So I do I would not want you to misstate what I'm saying. But if you have a school over here and they're taking Measurem money and they're taking they don't get the fair share of money from the rest of everybody. maybe there ought to be a better use for that so the money can go everywhere else. And I don't hear that kind of conversation yet. >> So I I will give a quick example and then we'll jump into the next portion of this where you're going to break into some smaller groups. Um I agree with like facilities dollars are huge and they're usually big numbers, right? We had one of our schools um Kaiser Elementary which was closed. We had invested over a million dollars in a new kitchen there and then it closed right and it's like what are you doing right and right in we didn't have a plan immediately for it but then it got reused as an early childhood center so the kitchen then was able to be reused but on its surface if we had not had a plan like that that's a wasted million dollars and I think that's part of this conversation when you were talking about the connection between program the program and the facility. You want to make sure you're investing your facilities dollars in the long-term places. And I think that that is an important takeaway from this. So, yes. And but I but I and I thought I heard you say around savings, but I I apologize if I got it wrong. I think you hear in the dialogue that the district's going to save money. That is that is not the right language. If you hear people using that language, you should redirect it because you're going to get the same money. It's how you're allocating those resources, whether they're bond dollars or whether they're general fund dollars. Okay? You're getting a greater return on your investment for sure. Okay. All right. So, one other piece here I just want to because we're talking elementary and actually if you're talking about other configurations, you're talking about multiple. I I gave you an example of how uh CCPA did a really amazing job of thinking developmentally about what 68 910 um and then 11 through 12. But just elementary schools looking for adult approval is highly valued. Rules, routines, and structures create security. Um students are building confidence habits and foundational skills. Family remains the primary influence on some of their decision- making and where they go to school. What students need? They need strong relationships with trusted adults, predictable routines, safety, belonging, and opportunities for success. And then school design implica imp implications, tighter learning communities, stable classrooms, strong student teacher relationships, clear routines, visible adult supervision, and family engagement. Like those are just kind of developmental needs for kids at that grade span. Okay. Um here's where I'm going to break you up into groups. And it doesn't matter which group you go. If you've already landed that you want the five cohort model, that's okay. You might be in the one to two cohort model um to do a little bit of work right now. So, I'm going to have you I'm going to count you off into group A, group B, and group C. Group A is going to look at if we don't do anything and we start getting down to one to two cohorts, what's that going to feel like? Okay. Then group B is going to be over here and they're going to be looking at the four cohort model. What additional educational opportunities might be there for that group? And then the five cohort model is going to be over here. And so what we're going to do is I'll be with A. I'm just going to count you off like you you bring your toolkit, bring your ideas about what this might mean. Um and you're going to actually start with question two. what does this model make possible? Right? Then you're going to go through what are the benefits? What are you seeing as the benefits for student learners and staff? So, think about students and staff and families. Then what are the challenges or risks? And I gave some primers here for things that you might be thinking about as you're going through. When you get to the final one, you're going to create your elevator pitch. You don't have to necessarily believe it. if you're like definitely a four cohort model, but like what would you say to people out in the community about why PDUSD is moving in this direction so that you have the narrative there, right? And then you're going to get a after you finish it, you're going to get a chance to kind of walk and see the other models and put some sticky notes on it. And then we're going to close out tonight with giving you an opportunity to kind of decide what's the first model you want to be presented next week. Okay. So, let's start on this side. So, we're going to go A B C and then ABC again. So, here we go. And do you do you all want to join in or you'll circulate? Okay. Here we go. A. There we go. All right. So, the A's are going to come with me over here. I'm just gonna scribe what you say. The B's are going to go over with Killian, and then Prenita is going to work with the C's. And we're just taking notes. You do need to figure out one person to report out for your group. They're going to give their elevator pitch. All right. Is that There we go. Oh, awesome. Okay. All right. Group C, you got a great I already see the response. It's fantastic. You're ready to go. Okay, this group had a very, very difficult task. Is that there are things that as schools get smaller, people start to say about why they're really great for kids. So, I do want to name that they had a very difficult task. Um, so there's some really good insights here, but now it's Mads is going to give you the elevator pitch around why this isn't the direction the district should go. >> Okay. Um, I think what we hear from our community is that we want results, we want resources, and we want lots of options for our students and and when we coalate resources, that's possible. um when we go towards smaller smaller schools, smaller cohorts, um we just we can't do that. We can't afford it. It's not sustainable. >> All right. Do you want me to come back to you as the Are you ready? >> We're winging it. Okay. Here we go. >> All right. So, I'm the elevator pitchman and we were a little stuck on our elevator trying to separate the reality from the ideal. But in the ideal, we believe a four cohort model would have more efficiency in um the programming that we're able to offer. We're thinking of like our school sites who have limited release is what we call it. When a teacher goes on their prep, the art teacher comes in, the music teacher dance, we'd be able to have more release options. So, our students are getting that. Um we would have less staff that are assigned to multiple sites. So, we would be able to cut down on some itinerant staff. And then our staff would have people to actually collaborate with. You'd have better built out grade level teams and your supports can be more focused by having the staffing we need for counseling. Um I think that's about it because we were stuck like I said. All right, let's give it up for the four coho model. Yep. I think one of the things that you just modeled right now, I just want to name there are certain advantages when you start looking at it and when you put voice to it, it's like I started writing notes about like when you start having people that are not moving between sites that resonated with me, right? That you're stationary in a particular spot. So, thank you. All right, the biggest model of them all. Here we go. The five cohort. Here's your elevator pitch. >> Five cohort. Here we go. Ding. Uh, more holistic resources that um by that we mean um not just the um stuff and things that students need to thrive academically and relationally. Um but also the knowledge sharing and collaboration between more teachers with um treasure troves of information if information to share um that offer quality programming development of whole the whole child. Uh we the five cohort model um offers opportunities for where students are at and um we can float more opportunities where needs are. Um, no model is perfect. However, ours comes pretty close >> and she knows how to close. That was awesome. All right, let's give it up for them as well. Okay, so I overplanned of course with a walk, but you've you've been able to hear and talk through this. I'm gonna ask you all to move back to your seats and then we're going to go to a menty meter. before you log on to it, I just want to give you kind of a quick heads up on it. So, thank you and thank you Pernita and Killian. Okay. Um, so one of the things that I I like you haven't really had an opportunity to talk, but you heard like kind of spreading resources thin over here. You heard about kind of where at a four cohort model you start to hit at some of the things and then closed out over here with a five cohort model. This isn't where we're not making a decision here. This isn't like four or five. Yes, this is it. You're going to get to see what that's going to look like for the district and this is going to be the starting point for the conversation. So, and I have noted and and we'll bring it back to talk about the the KA kind of conversation that has emerged tonight at least heard it three or four folks. Um, but what I want you to do is of the two options for MGT, which option should we use as the starting point for the analysis around optimum elementary school design? So, it's going to be when you saw that map. So, now I want you to grab it and you're just going to say a four cohort model or a five cohort model. You're not being influenced by any people around you. You get to do it at the privacy of your phone. No one will know what you voted on. So, >> well, we >> can we have them do both? >> Because I feel >> Yeah, we're it's which one we start with first. >> Both. >> Okay, that's I don't think that that's a choice, but but we will look at what it looks like. But the first one is the one that we want to start with. Okay. All right. So, we're gonna switch over to Has Everybody logged on? Make some eye contact with me if you've already done it. Okay, beautiful. Okay, we're gonna Yeah, let's jump over to Got to stop. We got 15 of 17. We have 18 16. There's 18 people in. So there's three people that are new. Okay. Yeah. Yeah. Yeah. So Okay. There's a lot of four. Let me just hear a few people like explain why because Casey sold me. I was ready. I was like, it's the best. Just clearly 11. There's definitely a majority in the room that are interested in starting with the four cohort model. Does somebody just want to explain why? >> Yeah, I I'll just say from a realistic what our schools have capacity for. Um I don't know that we realistically have a lot of capacity for five cohort models. >> Can just by a show of hands, how many people was that influencing kind of your vote? Like knowing the capacities of schools? Yeah, just I just want no hold them up so I could just so of the 11 one two. Okay. So a large percentage it was based on the current capacity analysis and that's why you wanted to start here. That makes sense. Okay. other comments around the four cohort model. Okay, I think MGT has got the work ahead of them to look at a four cohort model and kind of come up with a pres presentation. We will try to look at both, but we're going to start with four and it is strongly based on the fact that you all are seeing, hey, wait a second, I've p and actually this is kudos to y'all. One of those bubbles around capacity, you've internalized the capacity of your current sites and that's a starting point for you and there might be a way to have some five cohort models as well so there could be split. So anyway, I think that's it for yeah it's really all so I think the the two things that we'll be doing in the next couple of sessions one MGT is going to come back and you're going to start to see the tool that they shared with you to tonight they're going to put a four cohort elementary model and utilize the students that you know and those addresses to kind of put together the model that we've talked about. We're going to try to leverage some of the things in the whole group share out here in that model so that you'll be able to talk through what that's going to look like. Then we're going to pivot to talk about middle school, right? And so middle school, we're going to be looking at middle school options. And you know, and and this is where I need to like kind of circle back and think about what what a K8 might look like and what a 612 might look like um with the team because those are I did share with you a 612 model and those are realistic models that are out there. Um and I think that we can come back and talk about that over the next couple of times and then the same process would be repeated once you've seen what elementaryaries look like with MGT and doing all the boundary changes and things like that that would be required there. Then you'll see the same thing for middle school as well. Okay. Yeah. Couple questions. Yeah. Go ahead. Are we going to see different different options or are they just showing us one option to capitalize on the the poor cohort schools? >> Like >> I didn't >> Yeah, there might there there might be some v variation like if you have clusters of special education students, you might have multiple cohorts of special education students at a particular school. I I haven't worked with them specifically on it. for just kind of like getting the foundation and then I think that there'll be some iteration around it. >> I'm sorry if this was addressed but was there a reason why you jumped to four versus three and I ask again purely from our existing capacity. Yeah, I think one of the things when we had conversations about three, four, and five, um there's a certain threshold around some of the sustainability issues around funding and kind of spreading resources thinner. Um that we started with four and five. You can I mean there could be a combination where you have some schools that are five, some that are four, right? Like and I think that that's part of the that there's no perfect answer to this. For example, if you decide to go for a K8 in a particular area, that's going to influence every single school around it, including the middle school. So, they are interconnected. It is an ecosystem of like all the different schools. And so, I think starting with four and five as a good starting place and then, you know, layering in the rest of the district from there. But there is no I mean, there literally is no right way to go about doing it for I I can I can't I can't personally that's a like a PBUSD kind of we would have to come back at a certain point. Uh the question was just about dollar amounts like how much how much is leveraged in a closure of an individual school to reinvest in other schools. So we could come up with some models to share with you. So yeah, it's there are different way we we let's talk off a line and I can there are different ways that you can present that data. Okay. All right. Any other questions before we go? Okay. I appreciate you all. We have we have some direction to come up with a model and we'll see you in two weeks. All right. Thank you.